Classroom Management Techniques Kids Don’t Want You to Know About…

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Brenda LaFayette- Classroom Management Techniques Kids Don’t Want You to Know About…

Brenda LaFayette- Classroom Management Techniques Kids Don’t Want You to Know About…

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  • 1. Classroom Management Techniques Kids Don’t Want You to Know About… Presenter: Brenda LaFayette, blafayette@wcpss.net or brendalafayette@timetoteach.com Please feel free to email me if you would like more information. In this jam-packed session, you will learn time-tested research-based strategies and techniques designed to: • Decrease teacher and student frustration • Improve student focus • Systematically teach appropriate, on-task behavior • Drastically reduce problem behavior • Increase instruction time Welcome:  Brenda LaFayette: Wakefield MS Science Teacher, Team leader, 2010 WMS Teacher of the Year  Almost 30 years of experience in education – 23 years teaching middle school students. Background/Why teachers need training in classroom management:  Little or no pre-service training in classroom management  On-the-job training is trial and error  Some teachers come better prepared than others to succeed in this Today’s Students:  Always  Sometimes  Never Today’s Teachers:  Authoritarian  Permissive  Authoritative Classroom Arrangement: “If it’s not fixed, break it.”  One of the first things a student observes when he or she enters the classroom  Energy flows where the eye goes  Main consideration should be whether the classroom arrangement is contributing to the success of your students. If not, don’t be afraid to make a “break” and try something new Unconditional Positive Regard (UPR)  Contingent Interaction  Non-contingent Interaction  Build relationships with your students Self Control: The SMARTR” Response  Verbal Communication  Non-verbal Communication  Avoiding Power Struggles
  • 2. Classroom Management Techniques Kids Don’t Want You to Know About… Teach-To’s:  Don’t assume today’s students come to you ready and able to learn.  T.L.C.: Teaching Classroom Expectations: o Teaching classroom expectations o Looking for performance on expectations (monitoring) o Consequenting behavior – both positive and negative  Identifying classroom expectations – student voice  Direct instruction – Model, Lead, Test o I do, We do, You do REFOCUS: Consequenting Behavior (Turning a disruptive moment into a learning moment) o Putting it all in place: o Classroom arrangement (maximized for student achievement) o Unconditional Positive Regard (built relationships with your students) o Self Control (teacher has practiced and internalized methods) o Teach-to’s (taught systematically so students clearly understand expectations) o Refocus (procedure must also be one of your “Teach-To’s”)  Refocus Form explained  Whole procedure demonstrated Classroom Management Strategies and Procedures Demonstrated Comparison between Time Out and Refocus (Time In) What Ifs Absolutes (Going Building-Wide) Data